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ERIC Number: EJ1022344
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1932-5037
Health Teachers' Perceptions and Teaching Practices Regarding Hearing Loss Conservation
Thompson, Amy; Pakulski, Lori; Price, James; Kleinfelder, Joanne
American Journal of Health Education, v44 n6 p335-342 2013
Background: Limited research has examined the role of school health personnel in the prevention and early identification of hearing impairment. Purpose: This study assessed high school health teachers' perceptions and teaching practices regarding hearing loss conservation. Methods: A 26-item survey based on selected components of the health belief model and self-efficacy was developed on hearing loss in students and their teaching practices regarding hearing loss conservation. A national random sample of 600 health teachers was obtained from the US Department of Education. Results: A 3-wave mailing was used to achieve a 47% response rate ("n" = 281). One in 7 (15%) health teachers felt very confident in providing information regarding noise-induced hearing loss and 9% felt very confident in providing referral for students. Common hearing loss prevention topics taught were potential damaging effects of music/other sounds (30%), anatomy and physiology of hearing (16%), impact of hearing loss (15%), and sources of personal protection (15%). Discussion: Results suggest that more training and information on hearing is needed and desired by health educators. Translation to Health Education Practice: School health teachers need to assess threats to adolescent hearing loss and incorporate hearing loss conservation into the curriculum and serve as a resource person to others regarding this topic.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A